The Effect of Project-Based Learning (PjBL) on Critical Thinking Skills Form Four Students on Dynamic Ecosystem Topic “Vector! Oh! Vector!”

Abstract

Project-based learning (PjBL) can effectively help students develop critical thinking skills that are one of the key elements of STEM education. This study aimed to identify the effect of PjBL method on the critical thinking skills Form Four Students on Dynamic Ecosystem topic "Vector! Oh! Vector!" at SMK Zainab, Kota Bharu, Kelantan. This quasi-experimental study was conducted using achievement test that was administered in the form of a pre-post test. The respondents consisted of 60 students that divided into treatment groups (taught using the PjBL method) and the control group (taught using the conventional learning method) for four weeks. Independent t-test was used to answer the research question using Statistical Package for the Social Sciences (SPSS) version 22.0 software. The findings show that there is a significant effect on the construct of students' critical thinking skills which are the construct that attributing, comparing and contrasting, grouping and classifying, analyzing, detecting bias and evaluating in experimental groups compared to control groups. The findings of this study provide information to school management, District Education Office (PPD), State Education Department (JPN) and Malaysia Ministry of Education (MOE) that the PjBL method can enhance students' critical thinking skills when used effectively by teachers in STEM education. In conclusion, the implementation of the PjBL method can effectively enhance students' critical thinking skills which is one of the key elements in STEM education.

The effect of PjBL plus 4Cs learning model on critical thinking skills

“…In more detail, the fourth syntax was carried out by conditioning students to do the following activities: Making products following the project being designed; filling out the activity journal on the workbook; collaborating between group members in working on their project, supervised by the teacher or advisor; collaborating in gathering references from various sources and speakers; looking for expert help, and finalizing the project. In project finalization, changes often occur as part of the evaluation conducted by students and their groups to get the best results on a project (Alawi & Soh, 2019;Kokotsaki et al 2016).…”

“…Several groups depend only on students who have ideas while the other students lack the courage to change their friends' agreed ideas. As a consequence, the agreed project designs are difficult to realize when the students who have the main idea are absent while the other students lack encourage to modify or change the ideas (Sasson et al 2018;Alawi & Soh, 2019). There are several students (4 students) found to be inactive or only follow or depend on their friends' ideas.…”

“…It could improve students' problem-solving ability (Kokotsaki et al 2016;Samsudin et al 2020;Somjai & Soontornwipast, 2020). PjBL also could improve students' critical thinking ability (Alawi & Soh, 2019;Amin, 2017;Feldman, 2010;Guo et al 2020;Mutakinati et al 2018;Sularmi et al, 2018). PjBL could improve learning outcomes (Amin, 2017;Fini et al 2018;Guo et al 2020;Samsudin et al 2020;Somjai & Soontornwipast, 2020).…”

“…Excellent learning is learning that can develop critical thinking skills (Alawi & Soh, 2019;Fitriani et al 2020). Students need critical thinking skills as cognitive abilities to face the challenges in global competition.…”

Using the project method in the mathematical education of students – future ecologists

“…H. Alawi and T.M.T. Soh [17] study the development of an environmentally friendly product on the basis of dynamic modeling of ecosystems. [31] describes a study of the problems of the river basin Minnesota from a triune perspective: social, environmental, and economic-mathematical.…”